Ppt feb 7 2014 ss cc research skills

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Building Social Studies Research Skills to Meet the Common CoreFebruary 7, 2014Primary Source

+Logistics

Restrooms

Kitchen

WiFi: Network: primaryair Password: primarysource

Library

Duration: 9-3

PDPs

+Program Objectives

Consider our own and our students’ research practices and discuss those practices with peers

Refine students’ information literacy skills in regards to searching for and evaluating sources

Examine a few strategies for synthesizing information across texts

Become familiar with writing strategies related to arguments and claims

Explore new tools to support student collaboration and publishing

+Agenda

Introduction

Finding and Evaluating Information Sources for Students

Making Sense out of Multiple Texts

Writing Arguments and Claims

Using Technology to Support Writing and Collaboration

Wrap-Up

+Warm-Up: What does “research” look like in our classrooms? Complete the survey questions in front of you. (You’re

the only one who will see your answers.)

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+MA ELA Anchor Standard for Writing

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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Finding and Evaluating Information Sources for StudentsJennifer Hanson, Primary Source

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Break

+MA ELA Anchor Standard for Writing

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Making Sense out of Multiple TextsAnn Marie Gleeson, Primary Source

+Helping Student Identify Evidence to use for Claims

Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence leads…just that it is there. Do not jump to inferences.

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Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence leads…just that it is there. Do not jump to inferences.

What can you assert/claim based on one or both of these images? (Fill in one claim for each row.)

What is your reasoning to support the claim?

+Debrief

Why might it be beneficial to start with a visual source?

Why did we work from evidence to claims to reasoning? (instead of claims, reasoning, evidence)

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Activity #2Using Supporting Texts; matching evidence with claims

+Matching Evidence to Claims

1. Select quotes from the children stories and photographs to support or disconfirm one of the claims.

2. Write each quote on a separate post-it and place it on the cart paper with the claim.

+Debrief

What did this activity force you to think about?

What would you do as the next step?

+Adding different text genres: Personal testimony and photographs

Beyond the Fire: Teen Experiences in War http://archive.itvs.org/beyondthefire/master.html

Children in War Zones: 14 Photos of Innocents Lost http://www.takepart.com/photos/children-war-zones/

+Additional Strategies

1. Multiple GIST

2. Annotation

3. Claim/Counterclaim Buckets

4. Reading Sentence Starters

+Your Turn

How might you use one of these strategies?

What other strategies do you like to use to help students synthesize information across texts?

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LunchReturn at 12:30

+MA ELA Anchor Standard for Writing

W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

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Writing Arguments and ClaimsKelly Knopf-Goldner and Rebecca Steinitz WriteBoston

+MA ELA Anchor Standard for Writing

W.6 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

W.6 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

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Using Technology to Support Writing and CollaborationAnn Marie Gleeson

+Tech Resources

http://blnds.co/1fW3ZoT

+Discussion

How might you use one of these tools?

What other tools do you like to use?

+Wrap-Up

How did today’s session help you think about research in your own classroom?

What challenges do you still face?